Impact of resources on the teaching and learning of English Language of learners with visual impairment at ‘O’ Level in an inclusive set-up The case of Musimeki High School
Main Article Content
Abstract
This paper explores the impact of resources on teaching and learning of English Language of learners with visual impairment at ‘O’ Level in an inclusive set-up. It identifies various strategies necessary to improve the performance of learners with visual impairment in English Language. A qualitative approach was adopted. Fifteen learners and four teachers were purposively selected for the study. Thematic data analysis was used. The findings revealed that there is a shortage of teaching and learning resources from Musimeki High schools which include Braille books, Braille computers, tape recorders, audiobooks and DVDs. Supplementary reading materials in Braille, such as novels, magazines and newspapers are also not available. Inclusivity has an advantage in that sighted learners read for the VI on printed books since there are no Braille books and on computers, since schools do not have computers with jaws software. The sighted also assisted during group work tasks since they have access to supplementary reading materials. The Ministry of Primary and Secondary Education is recommended to liaise with press organisations to put information in newspapers and magazines in brailed. Press organisations are recommended to employ VI school leavers without jobs to do braille work.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
References
Bishop, V. E. (2004). Teaching the visually limited children. (3rded). Springfiel: Charles C. Thomas publisher LTD.
Chimedza, R. and Peters, S. (1999). Disabled people’s quest for social justice in Zimbabwe. Buckingham, UK: Open University Press.
Chimhenga, S. (2016) The implementation of inclusivity education for children with disabilities in primary schools. Bulawayo. National University of Science and Technology.
Dakwa, F. E. (2011). A reflection of teacher’s perceptions on the inclusion of children with Visual Impairment in ordinary schools. Zimbabwe International Journal of Open & Distance Learning 1 (1):56-59.
Dziwa, D. D, Chindedza, W., & Mukandi, C. (2013). The Role Of Language In The Teaching Of Art And Design To Visually Impaired Pupils: A Case Study Of Copota School For The Blind In Masvingo District In Zimbabwe. pp. 524-534. ISSN ISSN: 2278-4012.
European Union (2000). International terrorism. New York:. Publications Office of the European Union
Frampton, M. E. (1999). The residential school. New York America: Foundation for the Blind.
Hendricks (2014). Psychodynamique. Capetown. University of Capetown
Jomtien Framework (1990). World Declaration on Education for All Meeting Basic Learning Needs. World Conference on Education for All. Meeting Basic Learning Needs, Jomtien, Thailand, 5-9 March 1990.
Kapp, S. (2012). The blind school and society. New York America: Foundation for the Blind.
Kirthy, P. (1976). Braille contemporary literature. Ghana: SECAPS Hotel Limited.
Korir, B. C. (2015). The perceptions of students and teachers on the integration programme of students with Visual Impairment in secondary schools: A Case of Ainamoi Sub County, Kericho County, Kenya State Journal, 6(12):6-12.
Kumari, A. (2015) Assistance technology for the Visually Impaired children their academic excellence. Global Journal Of Medical Case Report 1-10.
Lowenfield, B. (2014). The visually handicapped child. London: Constable.
Madungwe, L. S. (2013). Teaching Mathematics to Visually Impaired students: A case study of Magaretha Hugo Schools for the Blind: Zimbabwe. International Journal of Research in Education Methodology 2(3):146-154.
Nkomo N. (1995). Modernity and ethnicity in a frontier society. Howick. London
Nkomo N. (2015). Challenges for Management and Business Education in a Developmental State: The Case of South Africa. Pretoria: Academy of management learning and education.
Nyoni, M., Marashe, J & Nyoni, T. (2011). The quest for Inclusive Education. Journal of Sustainable Development in Africa. 13(1): 278-294.
Prinsloo, E. (2001). Working towards inclusive education in South African Classrooms. Southern Journal of Education Africa 21(4): 344-345.
Procter, B. (1999). Braille Institute. Louisville Kentucky: American Printing for the Blind.
Ryan, K.M. (2002). Rehabilitation services for older people with visual impairments. Review Wahington, 34(1): 31-48.
The Africa Forum Proceedings (1994) The Disproportionate Representation of Minority Students in Special Education: Theories and Recommendations. Project FORUM. Final Report.
The American Foundation for the Blind (2012) On the origins of negative attitudes toward people with disabilities. Journal of Visual Impairment and Blindness, Available at https://www.afb.org/aw/13/6.
The Charter of Fundamental Rights of the European Union (2000) Official Journal of the European Communities. Available at https://www.europarl.europa.eu/charter/pdf/text_en.pdf.
The International Bureau of Education (IBE) (2007). International Bureau of Education (IBE): overview and strategy, 2002-2007. UNESCO: Switzerland.
The Jomtien Framework (1990) World Declaration on Education for All: Meeting Basic Learning Needs. The World Conference on Education for All. Thailand
The National Blind Council Society (NBCS) (2008)
The Salamanca Conference (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Spain: Ministry of Education. Available at: https://unesdoc.unesco.org/ark:/48223/
United Nations Convention on the Rights of Children (1989) Convention on the Rights of the Child. Available at: https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child
United Nations Education, Scientific and Cultural Organisation (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Adopted by the World Conference on Special Needs Education: Access and Quality (Salamanca, Spain, June 7-10, 1994) United Nations Standard Rules (1993): Spain: Salamanca. Available at: https://www.right-to-education.org/resource/salamanca-statement-and-framework-action-special-needs-education
Velloza, J. (2019) Depression and HIV Pre-exposure prophylaxis use among sub-Saharan Africa women. Washington DC: University of Washington Press.
Wandera, R. O., Kubanja, G. M. & Mugagga, A. M. (2017). Challenges faced by Visually Impaired students at Makerere and Kyambogo Universities. Germany: Lambert Academic Publishers 1816-6822 (1) (2017) 75-86.